Date:

Guided Reading - Independent Session

1) The Predictor
2) The Questioner

(I think… I bet… I wonder…)

(I wonder… who, what,

Good readers make predications

Good readers ask
 where, when, why, how?)

questions all the time

before they read and as they read.

and read to answer them.

A prediction is a good guess about what you think you will

Asking questions about a text helps you have a

find out about or what will happen next in a text.

purpose or reason for reading and deepens your understanding.

3) The Clarifier
4) The Summariser

Good readers, when (List any unfamiliar words,

Good readers look for (This was about... I learned...

they notice they don’t understand answer any questions)

the main ideas as they read and First, next, then finally…)

what they’ve read take steps to figure can give ‘the gist’ of what they have
out the meaning.
read in their own words.

Clarifying means making the meaning of the text clearer.

Summarising a text means picking out the main

Clarifying helps you recognise when you don't understand parts of a text. ideas and leaving out anything that is not essential.

 The Predictor
The Questioner
The Clarifier
The Summariser

A prediction is a good guess about what Asking questions about a text helps you Clarifying means making the meaning of Summarising a text means picking out
you think you will find out about
have a purpose or reason for reading and the text clearer. Clarifying helps you the main ideas and leaving out

or what will happen next in a

deepens your understanding.
recognise when you don't
anything that is not essential.

text.
understand parts of a text.

Good readers ask themselves

Good readers look for

Good readers make predications

questions all the time while
Good readers, when they notice
the main ideas as they

before they read and as they read.

they are reading and read to
they don’t understand what
read and can give ‘the gist’

answer those questions. they’ve read take steps to figure

of what they have read in their own
out the meaning. words.

Things that helps you make a Ask ‘teacher-like’ questions:

You read it but haven’t got it How to summarise what you
prediction . . .
when:
read:

What is going on…?

(a) The voice inside your head has stopped. 

The camera in your head or the movie
• Headings, pictures and other text When is this happening?
stops.
Look at the topic sentences - the
features.
(b) Your mind begins to wander.
first sentence in each paragraph.

• The questions the author asks.

Where is...?
(c) You can’t remember what you just 

read.
Look at the concluding sentence or
• Making connections to what you 

Who will...?
(d) The questions you have are not 

already know – your background 
 last sentence in each paragraph.

answered.

knowledge and experience.

How is...?
(e) You have no idea what a word or
• Skimming, scanning and rereading 
 phrase means or can say a word but Answer the - Who? What? When?
the text. Why is...important?
don’t remember what it means. Where? Why? How? of the text.

Why is that happening?

Focus on key details.

Prediction sentence starters: 
 How are ____ and ___ alike or Clarifying or fix- it up
Use key words and phrases.

different?
strategies:

(a) Based on the title, subheadings, Leave out little details that aren’t 

Why would happen if...?

picture/diagram, etc), I predict

- Re-read the part you don’t important.

that this page/chapter will be What does ... mean?

understand, you may ‘get it’ the
about...
Write only enough to convey the 

How will it ….?
second time. 

(b) I think the next chapter (or page) gist.

Read forwards and backwards.

will be about...

How come…?
- If it’s a word you don’t understand,
(c) From the questions I think that I Use thinking maps, mind maps, 

use the rest of the sentence to
will find out about...
What might…?
graphic organisers, etc. to plan your 

figure out what it means.

(d) Based on (a clue), I imagine that...

summary.

- Look at the text features for clues.

(e) Based on what I know about... I 
 Why can...?

- Use a dictionary to look up words
believe that... Use a coding system as you read.
 The Predictor

(You speak first)

You will tell the group what you think you will read about next.

What is the writer/text going to say now?

Preview the section and think about the main ideas (look at text features, chapter questions, etc.).

Consider topics you think will be covered and key vocabulary you might expect to come across.

Share your predictions first and then encourage all group members to add their predictions with
reasons for them.

My prediction is... My evidence is...

Ask group members if they agree or disagree and to give their evidence

The Questioner

You will ask two questions about the reading. - After everyone has finished.

One is an on-the-surface question - who, what, when, or where. The other is an under-the-surface
question - why, how, should, could, or would.

Work with the group to decide where the answer to these questions might be-in the reading, in the
clues, in another source, or in the reader’s mind.

Make sure the group attempts to answer the questions.

My on-the-surface question is...Who? What? When? Where?

My under-the-surface question is... Why? How? Could? Should? Would?

Ask anyone else if they have a question.


Ask group members to answer the questions.



The Clarifier

You will first ask the group to help you clarify any words or ideas that you did not
understand.

You will then ask anyone in the group if they need any words or ideas clarified.

Work with the group to determine meanings of unknown vocabulary or unclear ideas.

Make sure the group feels comfortable asking for clarification.

I need to have ____________ clarified. Do any of you need anything clarified?

Remember to make groups members feel comfortable enough to state what they don’t
understand.

The Summariser

At the end, you will give a summary of the most important information from the reading.

You need to be able to explain the reading in two or three sentences.

Think about the main idea/s and the most important details. Use the text features

e.g. headings, bold print, etc. to help you create a strong summary.

Think like the author and try to figure out what s/he wanted to tell you.

The group can help you if you get stuck or if they think you forgot something.

Here’s what I think is most important from the text... My summary is...

Ask group members for their ideas.

 The Boss

You are the organiser. Is everyone joining in?

Be fair, let everyone speak, but keep pace.

Assign your group jobs.

Remind everyone what their role is.

Introduce the text.

Does anyone need help or encouragement?